English Composition is a process-intensive expository writing course English Composition is a process-intensive expository writing course designed to designed to develop critical and analytical skills in both reading and writing. Expository writing is develop critical and analytical skills in both reading and writing. Expository writing is defined as an oral or written discourse used to analyze, explain, describe, persuade, or defined as an oral or written discourse used to analyze, explain, describe, persuade, or inform. inform.

The general objectiveThe general objective is for students to understand, internalize and apply the is for students to understand, internalize and apply the appropriate type of expository writing (also referred to as rhetorical mode) used in writing appropriate type of expository writing (also referred to as rhetorical mode) used in writing across the collegiate curriculum. A rhetorical mode is a across the collegiate curriculum. A rhetorical mode is a persuasivepersuasive strategy a writer strategy a writer employs to best organize and present ideas, and to help a reader process the employs to best organize and present ideas, and to help a reader process the information being presented.information being presented.

The specific objectiveThe specific objective is for students to write a series of essays modeling one or a is for students to write a series of essays modeling one or a combination of the following basic rhetorical modes: narration, description, definition, combination of the following basic rhetorical modes: narration, description, definition, example, process, comparison/contrast, classification/division, cause/effect, example, process, comparison/contrast, classification/division, cause/effect, argumentation, and critical analysis. argumentation, and critical analysis.

Emphasis will focus on Emphasis will focus on developing pre-writing strategiesdeveloping pre-writing strategies, such as , such as free-writing and brainstorming, choosing the appropriate free-writing and brainstorming, choosing the appropriate rhetorical mode, and formally constructing an essay to include: rhetorical mode, and formally constructing an essay to include:

(1)(1) choosing a topic subject, choosing a topic subject, (2)(2) developing a thesis and an introductory paragraph, developing a thesis and an introductory paragraph, (3)(3) writing three or more paragraphs with supporting facts and writing three or more paragraphs with supporting facts and

examples, including transitional sentences, examples, including transitional sentences, (4)(4) and forming a summative conclusion. and forming a summative conclusion.

The course is process-intensive.The course is process-intensive. Student will submit with their final Student will submit with their final essays a portfolio containing pre-writing notes, drafts, edits and essays a portfolio containing pre-writing notes, drafts, edits and revisions. Students are expected to write four to five essays revisions. Students are expected to write four to five essays during the term.during the term.

Goals for English CompositionGoals for English Composition

1)1)Write a well-organized essay with a clear introduction, body, and conclusion.Write a well-organized essay with a clear introduction, body, and conclusion.

2)2)Internalize the importance of pre-writing activities, including refining a topic, generating Internalize the importance of pre-writing activities, including refining a topic, generating ideas, determining one’s audience, defining the relationship between audience and ideas, determining one’s audience, defining the relationship between audience and content, and determining an appropriate tone.content, and determining an appropriate tone.

3)3)Develop an order and logic in the presentation of the essay appropriate to different Develop an order and logic in the presentation of the essay appropriate to different rhetorical modes, including argumentation, compare and contrast, and analysis.rhetorical modes, including argumentation, compare and contrast, and analysis.

4)4)Research appropriate outside sources, identifying information relevant to a thesis, Research appropriate outside sources, identifying information relevant to a thesis, using sources to support one’s thesis, and documenting outside sources correctly.  using sources to support one’s thesis, and documenting outside sources correctly.  

Develop Critical Reading and ThinkingDevelop Critical Reading and Thinking

By the end of English Composition, students should demonstrate the ability to produce By the end of English Composition, students should demonstrate the ability to produce writing that writing that

1)1)identifies the purpose(s) for which a given text may have been constructed.identifies the purpose(s) for which a given text may have been constructed.

2)2)identifies the audience(s) for which a given text may have been constructed.identifies the audience(s) for which a given text may have been constructed.

3)3)summarizes argument and exposition of a text accurately.summarizes argument and exposition of a text accurately.

4)4)avails of the appropriate rhetorical mode of refutation or agreement.avails of the appropriate rhetorical mode of refutation or agreement.

Internalize the Writing ProcessInternalize the Writing ProcessBy the end of English Composition, students should demonstrate the ability to produce By the end of English Composition, students should demonstrate the ability to produce writing that writing that

1)1)demonstrates awareness of one’s own writing processes across multiple drafts, demonstrates awareness of one’s own writing processes across multiple drafts, duplicating the process across various rhetorical modes.duplicating the process across various rhetorical modes.

2)2)demonstrates a mastery of the Writing Process (Prewriting, Writing, Editing and demonstrates a mastery of the Writing Process (Prewriting, Writing, Editing and Revision).Revision).

3)3)demonstrates the ability to critique one’s own work and work of peers.demonstrates the ability to critique one’s own work and work of peers.

Critical Reading & Thinking— Analyzing MaterialCritical Reading & Thinking— Analyzing Material

In the following assignment, identify the following:In the following assignment, identify the following:

1)1)Explain the Explain the situationsituation the author is writing about. the author is writing about.

2)2)Think about how the cartoon is constructed. How is humor presented?Think about how the cartoon is constructed. How is humor presented?

3)3)What stereotypes are exploited in the cartoon?What stereotypes are exploited in the cartoon?

4)4)What is the nature of the What is the nature of the conflictconflict or or argument within the cartoonargument within the cartoon? ? 

5)5)What do you think is the author’s intended What do you think is the author’s intended meaningmeaning or or purposepurpose in this cartoon?  in this cartoon? 

6)6)What is the author’s primary What is the author’s primary rhetorical moderhetorical mode or or writingwriting strategystrategy??

7)7)What is your personal response to the collection of cartoons? Do you agree with the What is your personal response to the collection of cartoons? Do you agree with the author’s thesis? If not, author’s thesis? If not, defend your position through compare and contrastdefend your position through compare and contrast..

  

Pre-Writing Pre-Writing

Review the notes you’ve amassed from analyzing the various cartoons.Review the notes you’ve amassed from analyzing the various cartoons.

1)1) Do you see recurring themes emerging? Do you see recurring themes emerging? a)a) Author’s view on warAuthor’s view on war

i.i. What year were the cartoons written?What year were the cartoons written?ii.ii. What was the historical context (Mutual Assured Destruction)What was the historical context (Mutual Assured Destruction)

o Research the conceptResearch the concepto Get quotes from presidents or generalsGet quotes from presidents or generalso How many weapons did America and the USSR have pointed at How many weapons did America and the USSR have pointed at

one another?one another?iii.iii. Time has passed, so did the author’s fears come to pass?Time has passed, so did the author’s fears come to pass?

b)b) Author’s view on science and scientistsAuthor’s view on science and scientistsa)a) What is the author trying to say?What is the author trying to say?b)b) Debate over humanism vs. scienceDebate over humanism vs. sciencec)c) Should scientific genius take priority over philosophy?Should scientific genius take priority over philosophy?

c)c) You are looking to see an underlying theme emerge in the cartoons.You are looking to see an underlying theme emerge in the cartoons.

Once you establish a theme, then decide on your rhetorical responseOnce you establish a theme, then decide on your rhetorical response

1)1) Do you want to simply detail the author’s use of humor and irony?Do you want to simply detail the author’s use of humor and irony?2)2) Take a position agreeing with, or refuting the author’s basis premise?Take a position agreeing with, or refuting the author’s basis premise?